Strategies to Overcome the Barriers in Assessment of Student Learning and Development Marilee Bresciani, Ph.D. Professor, Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy San Diego State University [email protected]
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Strategies to Overcome the Barriers in Assessment of Student Learning and
Development
Marilee Bresciani, Ph.D. Professor, Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy San Diego State University [email protected]
Bresciani, M.J.
Presentation Overview
Summary of challenges that assessment presents
Examples of common assessment challenges Suggested methods to address those
challenges Resources Discussion and questions
Bresciani, M.J.
Examples from the field
What are the greatest barriers you have faced in implementing assessment?
What are some examples of concerns about assessment you have heard from colleagues?
Common Challenges
Are there any similarities between our groups?
Bresciani, M.J.
This Presentation…
will not focus on the challenges “external” to the systematic structure and delivery of higher education.
will address the challenges within our “locus of control”.
Bresciani, M.J.
Common Challenges Assessment Presents
Understanding what it is Not knowing how to do it Finding Time to engage Not prioritizing values/goals Finding time to document Getting support from top leadership Not using results to inform decision-making People who prefer anecdotal decision-making Academic Freedom Academic Autonomy
Source: Ewell, P. (2005); Bresciani, Zelna, and Anderson (2004); Bresciani, 2006
Bresciani, M.J.
Common Challenges Assessment Presents, Cont.
Lack of organizational incentives Lack of communication about what has been
learned Difficulty with requesting data Difficulty with finding data Difficulty in identifying how to use data Difficulty interpreting data Fear of change, of unknown Concern over faculty contracts – a.k.a. – unions Confusion
Source: Ewell, P. (2005); Bresciani, Zelna, and Anderson (2004); Bresciani,, 2006
Bresciani, M.J.
Common Challenges Assessment Presents, Cont.
Avoiding being labeled as “one of them” Avoiding burnout Lack of truly authentic instruments and evidence-
gathering techniques Challenge of benchmarking against external
standards Concern over student motivation and involvement Challenge of managing the assessment process
Source: Ewell, P. (2005), Bresciani, M.J. (2006)
In addition, see Table 1
Bresciani, M.J.
Tips to Identifying Resistors From Bresciani, 2006
Treat every “excuse” to not engaging in assessment as if you heard it for the first time.
Remember that what is being said is not always the reason for the resistance.
Probe with empathetic questions and genuine offers of assistance to identify what the real barrier is
Work with the “resistor” to identify the solution.
Bresciani, M.J.
Suggestions from Bresciani, 2006
Get your leadership on board – Explain why assessment is not a fad – Explain that doing it well does require resources
– Fine balance between “top-down” expectations and “bottom-up” engagement
– Fine balance between structure and flexibility
Bresciani, M.J.
Suggestions, Cont.
Know your university’s culture Define assessment Articulate a shared conceptual framework and
common language for assessment Articulate and implement expectations Identify short and long range goals for the process Disseminate information on the process – keep the
process transparent
Bresciani, M.J.
Suggestions, Cont.
Genuinely interact with faculty/staff and utilize feedback to improve the process
Design and implement a professional development plan – Tie to theory, delivery, evaluation methods,
identifying data, interpreting data, use of data, report writing, etc.
– Include how to reflect and how to collaborate Provide incentives for initial engagement Consider engagement in process – not generation of
results – as a performance criteria and position description expectation
Bresciani, M.J.
Suggestions, Cont.
Re-allocate time from doing to reflection of doing
Involve students, where appropriate ad accepted by your institutional culture
Protect junior faculty, if appropriate Identify assessment successes Celebrate good practices in quality
assessment
Bresciani, M.J.
Suggestions, Cont.
Start small and grow Start with early adopters and then ask them
to be the spokespersons Start with pilot projects and grow them if
successful Remind people why they are engaging in
assessment – not a process for process’ sake Embrace the ambiguity Remain flexible, but systematic
Bresciani, M.J.
Suggestions, Cont.
Remember that Faculty /Administrators must have ownership of the process
Respect varying disciplines’ academic freedom Recruit influential faculty /administrators to lead
the process – Stagger or turn over appointments to avoid burnout
Offer one-to-one or group consultations/sessions as needed and requested
Take time to get to know and cater to specific needs
Bresciani, M.J.
Suggestions, Cont.
Share examples with each other Advertise your assessment learnings and
decisions made Nudge and Retreat (Maki, 2001) Incorporate students in all facets of assessment
planning and implementation, if your program is ready
Answer the question, “What happens if I don’t engage in assessment?”
Bresciani, M.J.
Suggestions, Cont.
Discuss challenges, derive solutions, and document – Establishing acceptable levels of performance
and why – Prioritizing – Concerns about trust and use of data
Bresciani, M.J.
Resources
Each Other University Planning and Analysis
(UPA) Assessment website – http://www2.acs.ncsu.edu/UPA/
assmt/
Bresciani, M.J.
One Minute Evaluation
What is the most valuable lesson that you learned from this session?
What is one question that you still have? What is one thing you will implement on
your campus as a result of this presentation?
Bresciani, M.J.
References
Bresciani, M.J. (2006). Good Practices in Outcomes-bases Assessment Program Review. VA: Stylus.
Bresciani, M.J., Zelna, C.L., and Anderson, J.A. (2004). Techniques for Assessing Student Learning and Development in Academic and Student Support Services. Washington D.C.:NASPA.
Bresciani, M. J. (Under Review). Understanding barriers to student affairs/services professionals’ engagement in outcomes-based assessment of student learning and development. College Student Affairs Journal.
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